Answer:
He was motivated in part by reading of a prophecy that the Inca would rule again
Explanation:
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Due to their advanced code-breaking abilities, the United States was able to predict what the Japanese's attack strategy on Pearl Harbor. The U.S. strategically moved their aircraft carriers to avoid the attack and were able to advance on the Japanese Navy.
The aircraft carriers then became the focus of Japan's military strategy. They were upset that their plans were interrupted and didn't work the first time, so they gave it another try. The Japanese fleet commander, Admiral Yamamoto, chose Midway since it was close to Pearl Harbor. His goal was to destroy the American aircraft carriers. He hoped that this tactic would move them away from the rest of the U.S. forces and be the best place to eliminate the carriers.
1) fighting in its defence
2) ensuring its spiritual regeneration
Philip II himself ordered the Spanish bishops at the Council of Trent to insist on no accommodation ofProtestants. However, the reforms at Trent were less relevant to Spain than elsewhere as Cardinal Ximenes, Charles V and Philip II had ensured that Spain remained thoroughly Catholic. Philip II also insisted that Spain’s representatives were present at the provincial councils of the church but there was no real urgency in Spain for reform as it obviously was not needed.
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Answer:
In the nineteenth century, in an era known as the Second Great Awakening, philanthropic and charitable efforts grew across the United States. Part of this humanitarian effort focused on educating disabled people. Construction of boarding schools and institutions for deaf and blind students slowly spread across the country and children once considered uneducable now received formal instruction. Nevertheless, the education of deaf and blind people was controversial. Many questioned the influences of public and private funding on the schools as well as the practice of committing children to an institution at a young age, when meant removing them from their families. Varying teaching strategies for deaf and blind children were also debated.
